Culturally Inclusive Teaching and Empowerment. Education Essay

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Introduction
English is one of the world’s principal languages, thereby encouraging many students to learn the language. This is taught by educators who teach English Learning Language (ELL). There are many types of students particularly, in this field. They are classified as long-term English learners (LTELs), Recently-Arrived English Learners (RAELs), and Students with Limited or Interrupted Formal Education (SLIFEs). This paper shall discuss the factors and their impact on the students and the strategies necessary to improve learning.
Part I
Factors Affecting Language Acquisition
Generally, one of the most significant factors in language acquisition is the strategy used in language learning. Studies have shown that the success, as measured by eloquence and fluency, of successful versus unsuccessful language learners depended on the types and number of strategies utilized during the learning process. The strategies can be divided into direct and indirect strategies. Memory, cognitive, and compensation strategies are under the former, while affective, metacognitive, and social strategies are under the latter. The direct strategies are used to study the language directly while excluding other factors, while the indirect strategies are used to support the direct strategies via enhanced planning, evaluation, and regulating psychological issues. Other vital factors include gender, age, level of motivation, and experiences using the particular language (Khamkhien, 2010).
Characteristics of LTELs, RAELs, and SIFEs
LTELs are individuals in the United States who have been learning the English language for approximately six to seven years. Despite the long years of studying, they are still not proficient in using the language. One study has shown that not all LTELs lack English proficiency. Some remained with the label LTELs because they failed in passing other subjects connected with the use of the English language, while others have disabilities that hinder learning (Thompson, 2015). On the other hand, RAELs are individuals who have been studying the language in a U.S. school for not greater than one year. In some papers, RAELS are also called recently arrived immigrant English learners (RAIELs). Some of the subgroups that belong to this are SIFEs, student refugees, immigrants, and SLIFEs (Umansky et al., 2018). Lastly, SLIFEs are individuals who are any of the following: 1) Newly arrived in the U.S. who did not receive formal education due to differences in curriculum or lack of transcript records; 2) Have not enrolled in any formal education, or 3) Students who previously studied formal education but was interrupted secondary to wars or civil unrest (Cohan & Honigsfeld, 2017).
Specific Factors Attributed to Language Acquisition
Cultural or Sociocultural Factors.
Cultural factors include the cultural influence of the caregivers during primary and secondary language development. This is manifested as the learner and his caregivers’ positive or negative attitude about learning the English language. Some people give utmost importance to culture, making them hesitant to learn new cultures and languages that may taint their au...